I've come to a frightening conclusion that I am the decisive
element in the classroom. It's my personal approach that creates the
climate. It's my daily mood that makes the weather. As a teacher, I
possess a tremendous power to make a child's life miserable or
joyous. I can be a tool of torture or an instrument of inspiration. I
can humiliate or humor, hurt or heal. In all situations, it is my
response that decides whether a crisis will be escalated or
de-escalated and a child humanized or de-humanized.

- Haim Ginott

TABLE OF CONTENTS

Introduction 1

Roles and Responsibilities of the Elementary Student Teacher 3

Roles and Responsibilities of the Cooperating Teacher 15

Roles and Responsibilities of the College Supervisor 21

Evaluation of Student Teacher 23

Appendixes:

A - College Forms

B - Planning Forms

C - Evaluation and Observation Forms

INTRODUCTION

As the title implies, a student teacher is a person in a period of
transition. Having spent some sixteen years as a participant in
learning situations designed by someone else, the student teacher is
now being given responsibility for designing learning situations for
others. Because the role of the student teacher contains ambiguities
and conflicting claims, this period of transition is often one of
tension and anxiety. No amount of effort on the part of the others
involved in the student teaching unit&endash;the cooperating teacher
and college advisers&endash;can eliminate this tension entirely,
although it can be contained within manageable limits if each person
involved in the program understands his or her responsibilities and
undertakes them conscientiously.

The following handbook has been developed to promote this
understanding. It consists of a statement of the roles and
responsibilities of those involved in the teacher education program
and a description of the evaluation procedures which have been
developed to be consistent with a reflective model of teacher
education. The handbook is a summary of the formal requirements of
the College's approved certification program, an attempt to
anticipate questions frequently asked, and a set of informal
suggestions based on past successes and failures in student
teaching.

Everyone involved in the teacher education program -- student
teachers, cooperating teachers, and College supervisors -- should
read the entire handbook carefully even though certain sections are
devoted to particular roles. Since the student teaching experience
is, in large part, a network of relationships, each person involved
should have a clear understanding of how his or her responsibilities
relate to the responsibilities of others in the program.

Because evaluation is a critical part of this program, everyone
should understand and adhere to the procedures outlined in the
concluding section of this handbook.

Your questions, comments, and suggestions are invited and will be
a valuable contribution to subsequent revisions. They should be
directed to Dr. Sandra Fluck, Chair of the Education Department.

ROLES AND RESPONSIBILITIES OF THE

ELEMENTARY STUDENT TEACHER

Your role as a student teacher will be both challenging and
rewarding. You are not yet a professional teacher, but will be
expected to conduct yourself as if you were. You will be expected to
take control of the learning of a group of children, but to remember
as well that you are a short-term guest in another teacher's
classroom. You will be expected to be aggressive and innovative, yet
flexible and receptive to criticism. You will be expected to be
yourself, a developing professional, while conforming to the rules of
your host classroom. The guidelines given below have been suggested
by previous student teachers. Much of what is said is common sense;
some of it is not as common. Read it all very carefully, and then
ask your supervisor any questions you might have. The purpose of
student teaching is to help you develop into a competent
professional. We will assist you in any way that we can. This
handbook cannot anticipate all of your questions, so please ask.

PREPARE YOURSELF

Student teaching will be physically and psychologically
exhausting. It will also be fun, if you are properly prepared.
Expect it to consume most of your waking time. Expect to put in long
hours in daily preparation. Expect to enjoy your relationship with
your students, your cooperating teacher, and your colleagues.

WHEN DOES IT START?

The actual student teaching experience begins within the first
week of the fall term. The seminars, however, begin on the first
regularly scheduled class session. The early seminars are important
because this is where many of your early questions will be answered
and individual problems ironed out.

INTRODUCTIONS

You will have received your student teaching assignments well
before the scheduled starting date of student teaching. Hopefully
you have mailed a letter of introduction to your cooperating teacher.
If you have not received communication from your cooperating
teacher, do not worry. Each has his/her own style. Do be prepared
the first day of student teaching to arrive early so you can connect
with your cooperating teacher. It is, however, preferable that you
have an opportunity to meet and talk with your cooperating teacher
prior to this first day.

Make arrangements to meet the building principal. You want the
principal to know you. You may perhaps invite her or him to come in
and observe your teaching. As soon as you have a copy of your
resume, send it along with a letter. This may be in the form of a
"thank you" letter at the end of your student teaching experience in
that particular school.

Also make sure that you introduce yourself to the office staff and
the custodian. They are extremely important to the smooth running of
the building and will be good allies for you to have.

SCHOOL POLICIES AND PROCEDURES

Your student teaching experience will start smoothly if you are
quite clear on the school's policies and procedures. Some of the
areas of concern are listed below.

Dress

It is important to make a positive initial impression on your
cooperating teacher, students, and principal. Moravian College
Education Department has a written dress code that was developed to
help maintain professional appearance. The dress code should be
followed at all times. A copy of the code is in the appendices.

Parking

Some schools have separate parking areas for guests and visitors.
Ask your cooperating teacher where you should park.

Morning Sign-In

Most schools have a sign-in system for teachers and student
teachers. Find out what the arrival time is for teachers and arrive
at that time, preferably before contract time. Leave only at the
teachers' dismissal time or later.

Coffee Fund

If you drink coffee in the teachers' lounge, find out what the
reimbursement or cooperative costs are, and pay your share.

Playground Rules

You will be expected to participate in all facets of the teachers'
day, including recess and lunch supervision, where these exist. Ask
what the rules of acceptable behavior are, and hold students to
them.

Supply Room

Some student teachers have spent inordinate amounts of money on
materials because they were not aware of supply rooms. Find out
which materials are already available, and which materials you are
welcomed to use.

Parent-Teacher Conferences

These will typically be handled by your cooperating teacher, but
you should offer to be present and contribute what you can.

Technology

Make full use of whatever hardware and software you have available
to you. Try to incorporate the use of technology into some of your
lessons. If you have access to the Internet in your classroom, it is
imperative that you use it. A copy of the ISTE NETS Performance
Profile is in the appendices.

Support Personnel

Ask about support personnel (nurse, counselor, psychologist,
speech therapist) and their schedules. Although you probably will
not have occasion to use them, this is important information to
have.

Specialists

Ask about special teachers (reading, music, art, etc.). If a
special teacher is scheduled to come into your room at a certain
time, be prepared for him/her. If a student is due to see a reading
teacher or speech teacher, see that the student makes the appointment
on time. During your first two weeks you should observe your class
in each specialty area (art, music, physical education) at least one
time.

Medical Histories

Find out if any of your children have medical problems and if so,
the procedures for handling these emergencies.

Fire Drills, Lock Downs, and other Safety Precautions

Find out the warning signal for fire drills, the proper exit for
your classroom, and the manner in which the children and you are to
leave the building. Inquire about procedures for a Lock Down or any
other safety precautions.

TEACHING SCHEDULE

Your cooperating teacher will assume that you have come prepared
to work. Expect to observe for the first day or two, and then to
slowly take over most of the teaching responsibilities. Although the
schedule will vary according to your preparedness and your
cooperating teacher's judgment and preferences, the following
schedule is a rough estimate:

First two days: Observation

By day three you should start taking individual lessons.

By the end of the first week you should have several lessons or
specific groups as a regular responsibility.

By the end of the third week you should have the equivalent of a
halftime responsibility.

Within the fifth week you should have assumed nearly full
responsibility.

During the sixth and seventh weeks the classroom responsibilities
should be almost totally yours. This does not, of course, preclude
team teaching between you and your cooperating teacher. The planning
and organizational responsibilities, however, should be primarily
yours.

ATTENDANCE

You are expected to be in attendance every day, all day, from the
teachers' sign-in time to the teachers' dismissal time. (This is, of
course, minimal time requirements.) If you are absent because of
illness, call your school and be sure that the cooperating teacher
gets the message. Check with your cooperating teacher to see if he
or she would prefer to be called at home, if time permits. Also,
call the Education Department (610-861-1558) and, if possible, speak
with your supervisor. If your supervisor is not in, leave a message
with the Department secretary. Know whether or not your college
supervisor prefers to be called at home and honor that request.
Failure to be in attendance without proper notification may be cause
for failing student teaching.

HOUSEKEEPING

Housekeeping comprises an important part of a teacher's
responsibility. It involves keeping bulletin boards attractive and
current with students' work, keeping bookshelves and supply closets
neat, cleaning blackboards and floors at the end of the day,
straightening learning centers, aligning window shades, taking daily
attendance, milk money, etc. Follow your cooperating teacher's lead
and be sensitive to the housekeeping chores which must be done. Be
assertive in asking to take on these responsibilities.

PROFESSIONALISM

Watch what you say, and how you conduct yourself in your
classroom, in the corridors, and in the teachers' lounge. Do not
allow students to put you in the position of sympathizing with them
against a decision made by your cooperating teacher, another teacher
or the principal. Tell them to take the problem to the person in
question. Do not criticize your cooperating teacher, other teachers
or fellow student teachers in the teachers' lounge. Do not hesitate
to ask about things that puzzle you or to contribute your own ideas
and suggestions, but do so respectfully and with regard to the views
of others. Do not talk about the problems of specific students in
the teachers' lounge. This is a breach of the student's right to
confidentiality, although you will undoubtedly hear it. Use the
teachers' lounge to get to know your colleagues and to develop
positive relationships with them.

SEXUAL HARASSMENT POLICY

The Education Department of Moravian College considers sexual
harassment to be a serious offense which will not be tolerated.
Sexual harassment is any repeated or unwanted verbal or physical
sexual advance, sexually explicit derogatory statement, or sexually
discriminatory remark made by someone in the workplace which is
offensive or objectionable to the recipient, or which causes the
recipient discomfort or humiliation, or which interferes with the
recipient's work performance. This is only one of many definitions
of sexual harassment. All definitions however, share three
characteristics:

1. Sexual harassment is unwelcome. This means the victim is not
asking for it.

2. The victim does not have the overt power to end the harassment.
This characteristic indicates that sexual harassment is a power
play.

3. Sexual harassment interferes with productivity.

Student teachers and cooperating teachers are encouraged to report
any instance of sexual harassment to the College supervisor
immediately.

PREPARATION AND PLANNING

You will be expected to present your daily and weekly plans to
your cooperating teacher before teaching your lessons. This advance
planning allows the cooperating teacher to give you helpful
suggestions on your lessons and to step in if you should be absent.
You will be expected to begin your student teaching experience with
detailed written plans. A sample lesson plan format is in the
appendices. This format should be followed for at least the first
three weeks of each student teaching experience. You can switch to a
block plan after the third week if your cooperating teacher and your
college supervisor approve of the switch. A sample block plan is also
in the appendices. Remember that most teaching problems stem from
inadequate planning. When the College supervisor comes to observe,
provide her with your lesson plan so that she will know what the
class is doing and why.

DISCIPLINE

Discipline problems can be avoided, or at least minimized, if the
student teacher has taken preventive measures. The following
guidelines should be helpful.

ß Find out what the classroom rules are and be firm in
supporting them.

ß Learn your students' names immediately. Ask your
cooperating teacher for a class list and study the names. Put names
and faces together when you are observing during the first day or
two.

ß Do not send students to the office unless absolutely
necessary. Different schools have different policies on this point,
so find out what the practice is in your school.

ß The maxim, "Do not Smile until Christmas" is overstated,
but not by much. It is possible to be open, positive, warm, and
receptive without being a pal. Be yourself.

ß Parents can be useful in helping to eliminate problem
behavior, but use this strategy only through your cooperating
teacher.

ß Watch the sanctions your cooperating teacher uses very
carefully. The students are used to these, and will probably
respond.

Under no circumstances will you strike a child. It is bad
pedagogical practice, is ineffective in the long run, and could
possibly get you into legal difficulty. It is permissible and
desirable to use "reasonable restraint" to stop children from
fighting or from hurting themselves or others, but spankings or cuffs
on the ears will not be supported or tolerated by your supervisors.
Briefly, a student teacher is legally responsible for his or her
behavior. You can be covered through liability insurance by joining
the Student Pennsylvania State Education Association.

STUDENT EVALUATION

Responsible feedback is important to student learning. Read and
comment on, or evaluate, all work that your students do. Do not give
an assignment and simply throw the papers away. Return work as
quickly as possible. No paper should be held more than a few days.
When you construct tests, make the ditto sheets neat and legible.
Type them if possible. It is possible to obtain a larger print by
using a word processor. This is helpful in the primary grades.
Construct tests that are fair and purposeful. The purpose of testing
is to determine if your objectives have been achieved; it is not to
trick students, or to categorize them. You can increase the validity
of your test by developing it before you teach the lesson rather than
the night before the test is to be given. Test papers should be
returned the next day, and reviewed with your students.

EVALUATION OF YOUR PERFORMANCE

The Cooperating Teacher

The primary role of the cooperating teacher is to assist you in
your professional development. You should receive informal feedback
on a daily basis, and formal feedback on your observation record on
at least a weekly basis. If you are not receiving the feedback you
feel you need, ask your cooperating teacher to provide it. Sometimes
it is helpful for both the cooperating teacher and the student
teacher to keep a joint journal. Writing back and forth may open up
the lines of communication that may otherwise seem blocked. If that
doesn't work speak with your supervisor.

The Supervisor

The role of the College supervisor will be to support your
performance in the schools. To this end, the supervisor will observe
a minimum of four formal lessons during each experience. You will
select the first three lessons to be observed. During the third
observation, the supervisor will also videotape the lesson. There
will also be conferences before and after this visit. Although
possibly arranged with your cooperating teacher, the fourth
observation will be unannounced.

Evaluation and Self-Evaluation

Evaluation of your work is not only for College supervisors and
cooperating teachers. The most constructive evaluation is that which
you do for yourself from day to day, and a capacity for
self-criticism and self-correction is an important characteristic of
an effective teacher. You need to become more conscious of your
beliefs about teaching, learning, and schooling. You need to
evaluate your beliefs about practices in relation to those beliefs.
You need to develop a personal style that fits your personality and
is useful in carrying out important educational goals. This should
be part of your self-evaluation. Discuss your self-assessment with
your cooperating teacher and College supervisor regularly, and
request a more formal conference if

you find that their evaluations of your work differ significantly
from your own. A good idea is to sustain professional peer
relationships which you developed in student teaching. Have fellow
student teachers visit your class so that they can observe your
teaching. That will give you someone else you can talk to about your
teaching.

Video Tape

An attempt will be made to video tape you twice during the student
teaching semester. The major purpose of the video taping is
self-observation and analysis. Although the supervisor will
occasionally use the video tape to reinforce her observations, the
primary purpose is for you to evaluate your own performance. The
video tape also provides an effective interview tool.

The Evaluation Forms

Your cooperating teacher will complete a weekly observation form
which will be given to you and your College Supervisor. These
observations are for your information, and will not be placed in your
placement file. In the last week of each experience your cooperating
teacher will complete a final comprehensive evaluation form. Your
College Supervisor will also complete one of these evaluation forms.
These evaluations will be placed in your placement file. Copies of
evaluation forms are in the appendices. Any comments in the
evaluation forms which you feel are unfair or not representative of
your work should be reviewed at this time. If the evaluator chooses
to stand on his/her judgment, you have a right to appeal to the
Executive Committee of the Teacher Education Committee through the
Department Chair. You have a right to attend the appeal. The
cooperating teacher and supervisor will be notified of the appeal and
given the option of attending. The Committee can decide to delete
the evaluation completely, or retain it as written.

CERTIFICATION AND PLACEMENT

You are responsible for several matters related to verifying the
completion of your degree requirements, initiating the application
for certification, and starting a teacher placement file.

Declaration of Major Form

The Registrar has a pink form titled Declaration or Change of
Major which you should have completed by now. A quick way to check
on whether or not you have declared a double Major
(__________/El.Ed.) would be to look at the top of a recent grade
report. If the space marked "Major" is empty or incorrect, you need
to complete one of these pink forms.

Completion of Degree Requirements

At the end of the fall semester, pick up a green form titled
Certification for Completion of Degree Requirements in the
registrar's office. Take this form along to your Liberal Arts major
adviser when you register for the Spring term. Your adviser will
send it on to your Education adviser who in turn will send it to the
Registrar.

Applying for Teacher Certification

When you complete both the academic requirements for graduation
and the professional requirements of the teacher education program,
and you pass the tests required by the Pennsylvania Teacher
Certification Testing Program including the specialty area tests),
you are eligible for Pennsylvania's Instructional I (Provisional)
certificate. Make sure that you take the right tests. As of
September 1, 2000, all elementary candidates need to take the
following tests: PPST Reading (#10710); PPST Writing (#20720); PPST
Mathematics (#10730); Listening Skills (#20740); Principles of
Learning & Teaching: Grades K-6 (#30522); and, Elementary
Education Content Knowledge (#10014). The specialty area test for
elementary education is called Elementary Education: Curriculum,
Instruction, and Assessment (#10011). Those who have passed tests
prior to September 1, 2000 will have those scores valid for five
years. The Instructional I certificate is good for six (6) years of
teaching in your area of certification in Pennsylvania, during which
time you must complete 24 credits beyond your baccalaureate degree.
When you have completed the 24 credits, three of the six years of
teaching and a successful induction year, you can apply for an
Instructional II (Permanent) certificate. Since Pennsylvania counts
only teaching years, your provisional certificate remains valid even
if you do not use it. It is therefore important for you to apply for
certification when you complete Moravian's program whether or not you
plan to seek a teaching position right after graduation. If you do
not apply for certification until later, you will be required to
satisfy the requirements as they are then, not as they were when you
graduated. Beginning July 1, 2000, all Pennsylvania educators will
have to maintain their certificates as active by earning 6 collegiate
credits or 6 PDE-approved in-service credits or 180 continuing
education hours or any combination of the above every five calendar
years. These are the requirements of Act 48.

The certificate application will be given to you at the beginning
of the student teaching program with instructions for completing the
form. There is a Commonwealth of Pennsylvania processing charge of
$15.00. (Make checks out to Moravian College. Return the check and
complete application to the secretary in the Moravian College
Education Department.)

Graduates of Moravian's teacher education program are eligible for
certification in a number of other states through various interstate
reciprocity agreements. Since many states, like Pennsylvania, are
changing their policies, procedures, and requirements, you should
consult with your Education Department adviser if you are interested
in teaching in another state. Several directories of public and
private schools are on file in the Education Department office, and a
member of the Education Department faculty can help you secure
current information on certification in other states.

All states maintain a department of education. Check their
websites for updated information.

Establishing a Teacher Placement File

Seeking a teaching position involves establishing a file of
personal information, recommendations, and evaluations which can be
sent to prospective employers at their request. At Moravian, this
process is a function of the Education Department, not the Counseling
and Career Planning Office. At the beginning of the student teaching
term you will be given forms to complete as a part of your teacher
placement file, and we encourage you to establish such a file whether
or not you plan to seek a teaching position after graduation.
Procedures for establishing a file and making it available to
prospective employers will be outlined at an early meeting of the
student teaching seminar.

The contents of the placement folder are listed on the Teacher
Certification Checklist. A copy of this list is in the appendices.
The following sections describe in detail some of the pieces of the
placement folder.

Resume and Recommendations

Your resume is the first thing employers will see when they open
your placement folder. It should look good. To facilitate copying,
put the resume on white paper. If you prefer, you can supply multiple
copies on specialty paper.

Quality letters of recommendation are equally as important as your
resume. You will receive forms for attaining recommendations. Since
your cooperating teachers and your College supervisor(s) will
automatically fill out an evaluation, you should not ask them for
additional letters of recommendation. A good strategy is to have two
Moravian professors write a letter which attests to your competency
in the subject area. A third letter should be more of a character
reference. This could be filled out by a former employer, someone in
the clergy or someone who knows you well.

Criminal Background Check

Pennsylvania Act 34 of 1985 requires all candidates for teaching
positions in Pennsylvania to submit to a criminal history background
check. If you are a Pennsylvania resident, this is done through the
Pennsylvania State Police. You will receive a form (SP 4-164) for
this purpose in your seminars. The form is completed and sent with a
$10.00 certified check or a money order made out to "Commonwealth of
Pennsylvania," to the Pennsylvania State Police Central Repository.
The address is on the form. If you are a resident of another state,
the check is done through the Federal Bureau of Investigation. The
F.B.I. check requires the taking of a set of fingerprints, which can
be done by arrangement with the Bethlehem Police Department. The
necessary forms and instructions for completing them are available in
the Education Department office and will be distributed at the
beginning of the teaching term. There is a $10.00 state fee for all
applicants and an additional $24.00 fee for those requiring the
F.B.I. check. In addition, some districts require a completed form
for student teaching.

If you plan to teach in another state, you should find out whether
such a check is required there.

Once the form has been returned, bring it to the Education
Department office so we can make a copy for your file. Never give
away your original. The criminal check will be sent out with the
rest of your placement file.

Health Forms

There are three different forms which require some physical
examination. You may want to have all three forms filled out by the
doctor at the same time. You can have the physicals and the TB test
done at the College Health Center, or you may use your own
physician.

o TB Test - Pennsylvania state law requires that all school
personnel, including student teachers, be tested for TB. A form will
be provided for this purpose. The form must be signed by a nurse or
a physician. The signed form must be in the possession of the
Education Department before student teaching begins. Some school
districts will ask to see a copy of this. Have one ready to
submit.

o Physical for Certification Form - As part of the certification
form, you must have a physical done by a licensed physician. Make
sure that the physician provides all information requested, including
the physician's number and signature.

o School Personnel Health Record - The "School Personnel Health
Record" is needed for employment. Some districts will request that
you send a copy to them with your resume or completed application. A
copy of the form will be distributed before the start of student
teaching. It is your responsibility to keep the form and have it
sent out when requested.

Pennsylvania Child Abuse History Clearance

You also need a completed child abuse clearance to teach in
Pennsylvania. In addition, some districts require student teachers
to have this form completed to teach in their schools. This form also
costs $10.00 for processing. A copy of the form will be given to you
at the start of student teaching.

When you receive the completed form back from the state, bring it
to the Education Department so we can make a copy for your file.
Never give away your original. The child abuse clearance will be
sent out with the rest of your placement file.

Initiating the Employment Process

The employment process generally includes the development of a
personal resume and cover letter, a review of your placement file,
and an interview. If you have not already done so, you should
develop a good draft of a resume. Both the Moravian College
Placement Office and the Education Department hold workshops on
resume development.

Initial contact with prospective employers should be made through
a cover letter to the school district in question explaining who you
are, expressing an interest in possible positions in that school
district, and requesting an application. You should enclose a copy
of your resume with your introductory letter. Addresses of area
school districts and districts in other states are available in the
Education Department office and further information will be provided
in the student teaching seminars.

Policies Relating to the Placement Folder

An interested school district may request a copy of your placement
file directly from the Education Department office, but you may also
make the request by giving the name and address of the appropriate
person or office to the Education Department secretary who will send
a copy of your folder. Your placement folder will contain an
unofficial copy of your current transcript, so you do not need to
request one from the Registrar for each school district. If a school
district requests an official transcript, you must have it sent out
through the Registrar's office.You will receive a form at the start
of student teaching entitled the Education Department Policy
Concerning Teacher Placement Files. A copy is in the appendices.

ABOVE AND BEYOND

Student teachers are graded on a Pass/No Credit System, and the
written evaluations of cooperating teachers and supervisors have much
to do with whether or not a student teacher finds a position.

It will not be sufficient in today's job market to merely "get
by." Those who excel in student teaching are typically those who go
beyond what is simply "required." In the final analysis, you have a
great degree of control over your level of success. Get into the task
from the start, be enthusiastic, be flexible, have a sense of humor,
experiment, work hard and above all else, enjoy what you are
doing.

ROLES AND RESPONSIBILITIES OF THE

COOPERATING TEACHER

As a cooperating teacher, you share in the final stages of the
teacher preparation process at Moravian College. It is through your
competence, professionalism, and sensitivity that our students are
introduced to the "real world" of teaching. The student teachers are
ready to synthesize their studies with all their talents and energies
in the process of teaching children. Moravian asks that you accept
only the best from its students and that you do this in an atmosphere
of gentleness and support.

PENNSYLVANIA STANDARDS FOR PROGRAM APPROVAL AND TEACHER
CERTIFICATION

All cooperating teachers are selected because of their willingness
to mentor, their excellence in teaching, and their devotion to their
profession. In accordance with the laws of Pennsylvania, cooperating
teachers are selected based upon the following criteria:

1. Have at least three years of teaching experience, one of which
is in the school entity to which the teacher candidate is assigned,

2. Have a teaching assignment appropriate to the subject
competency of the teacher candidate and

3. Have completed a program of preparation on observation and
evaluation skills developed by the College for the cooperating
teacher.

SETTING THE STAGE

Obtain copies of curriculum guides and textbooks for the student
teacher. Prepare a desk or table with other appropriate teaching
supplies and school schedules and calendars. If you are willing to
share your professional library and supplies, provide a system for
checking them out. Make the student teacher feel welcome to your
classroom and school. Introduce the student teacher to the principal
and other school personnel, to school/classroom policies and
procedures, and to your students. Always use the student teacher's
professional name with students.

TEACHING SCHEDULE

You may assume that your student teacher has come prepared to
work. Although the schedule will vary according to the student's
preparedness and your judgment and preferences, the following is a
rough estimate:

First two days: Observation. Try to structure the student
teacher's observations by having him/her concentrate on specific
topics such as:

By day three the student teacher should start taking individual
lessons.

By the end of the first week the student teacher should have
several lessons or specific groups as a regular responsibility.

By the end of the third week the student teacher should have the
equivalent of halftime responsibility.

Within the fifth week the student teacher should have assumed
nearly full responsibility.

During the sixth and seventh weeks the student teacher should have
assumed almost total responsibility for the classroom. This does not,
of course, preclude team teaching between you and the student
teacher. The planning and organization, however, should be primarily
the student teacher's responsibility.

PREPARATION AND PLANNING

All student teachers have had experience writing lesson and unit
plans and are expected to write detailed lesson plans during student
teaching. Unit and lesson plans must be presented prior to teaching
the unit or lesson. A lesson plan must be submitted two days prior
to the teaching of that lesson. The plans must be word processed.
Please make comments right on the plans, initial, and date so the
College supervisors know you have had input. Unit plans should be
discussed and critiqued while being written prior to beginning the
unit. Samples of Lesson and Unit Plan Outlines are given in the
appendices.

When student teachers have half the teaching responsibility, and
with the consent of the cooperating teacher and the College
supervisor, they may switch to block plans. The cooperating teacher
should continue to initial and date these plans for the College
supervisor.

If a student teacher has moved to block plans and is teaching a
new subject, she/he must write a minimum of two long plans for each
new subject. Sample block plans are in the appendices.

CLASSROOM MANAGEMENT

The monitoring of student behavior&emdash;the "discipline
issue&emdash;is often a source of anxiety for beginning teachers.
Classroom management should be considered as much a part of the
student teacher's planning responsibility as subject content and
method, something that requires an analysis of the personal and group
dynamics of each class for which the student teacher is responsible.
Time is spent in student teaching seminars considering various ways
of diagnosing and resolving behavior problems, but you are in the
best position to see how these general propositions apply in the
specific circumstances of your school. Since you have already
established certain norms and procedures for your students, be sure
that the student teacher knows what they are and uses them as a
framework for his or her decisions. As incidents arise, help the
student teacher analyze the situation, determine his/her own course
of action, and assess the results. Unless the situation is
particularly urgent, resist imposing your own solution before the
student teacher has tried to work things through. If problems seem
persistent or if the student teacher is unresponsive or ineffective
in dealing with them when they arise, initiate a conference with the
College supervisor right away.

THE STUDENT TEACHER'S

NON-TEACHING RESPONSIBILITIES

The student teacher is expected to share your administrative and
extra-curricular responsibilities insofar as it is reasonable to do
so. This may include but not be limited to, such things as taking
attendance, supervising recess and lunchrooms, and attending parent
conferences. The College requires the student teacher to attend
faculty and in-service meetings, unless they conflict with a required
College activity.

USE OF STUDENT TEACHERS AS SUBSTITUTES

Under no circumstances is a student teacher to be used in place of
a certified, paid substitute for an absent teacher, including the
cooperating teacher. The only exception to this policy might be an
emergency which arises during the school day making it necessary for
someone to cover a class or an activity temporarily. If the student
teacher is given this responsibility, it should only be done with the
authorization of the principal, and a regular teacher should be
designated to help the student teacher if necessary.

LIABILITY

Because we live in an increasingly litigious society, classroom
teachers must be attentive to their "duty of care." Whether or not
they are legally liable, student teachers should be held to that same
duty. You should help your student teacher recognize the specific
applications as they relate to your school. This is particularly
important if student teachers are involved in a student activity or
laboratory setting where there is a potential for injury. Be sure
that the student teacher understands and follows basic safety
procedures and knows what steps to follow in case of an emergency.
Most important, insist that the student teacher fulfills his or her
responsibility for monitoring student behavior.

SUPERVISING AND EVALUATING

STUDENT TEACHERS

Like the induction year, we can view the student teaching
experience as one more stage in this future teacher's development.
This is the context in which supervision should be viewed. All of
the supervisors, including the cooperating teachers need to help
student teachers identify strengths and weaknesses in order that they
may improve their instructional quality. The most useful student
teaching supervision is that which you do from day to day. It is
most helpful if you provide daily informal feedback in either written
or verbal form. Having an established time and mechanism for this is
essential.

A cooperating teacher has much to contribute to one of the main
objectives of student teaching&emdash;helping the prospective teacher
begin to develop a personal teaching style. This requires striking a
balance between your own experience, professional judgment, and
knowledge of your students; and the need for a student teacher to
explore different ideas and techniques. Try to introduce your
student teacher to a variety of methods and materials and, within
limits, encourage the student teacher to be imaginative as he or she
begins to gain confidence.

The post-observation conference then becomes extremely important.
It is a time for you and the student teacher to actually discuss his
or her teaching. It is important for the student teacher to think in
terms of his or her own view of good teaching and how his or her own
practice fits into that view and where his or her practice falls
short. The student teacher may also discover that his or her view is
limited, that what he or she thought was good teaching does not
generate the results he or she had hoped for. It is hoped that you
and the student teacher will have time to discuss teaching in both a
theoretical and practical sense.

Because evaluation and feedback are essential elements of the
student teaching program, some recommendations and guidelines for
evaluating a student teacher's performance are provided in a separate
section of this handbook. That section also describes the forms and
procedures to be used when reporting on the student teacher's
progress. You will be sent evaluation forms geared towards
observations of particular classes. These forms encourage the
observer to focus on events in one class. Starting with the first
week, forms should be sent to the College supervisor weekly through
the student teacher. Each evaluation sheet produces three copies;
two should be given to the student teacher and one retained for the
cooperating teacher's record. The student teacher will retain one of
the two copies and give the other to the College supervisor. If you
would rather provide the College supervisor with general comments
concerning the student teacher's performance, not tied in with one
class, you could do so. You could use the form and just mark weekly
report to indicate it covers the performance over the week. Please
note that the weekly form does not become a part of the student
teacher's placement file. It is a means for you to chart the
progress of the student teacher, to provide meaningful feedback to
the student teacher, and to communicate with the College
supervisor.

In addition, at the end of the experience there is a form which
will help you to summarize the supervision. Prospective employers
give substantial weight to the cooperating teacher's final
evaluation. Your evaluation becomes a part of the student's
placement file exactly as you send it to us and will be included with
the other information that is sent to prospective employers at their
request. For this reason, your evaluation should be carefully
considered and based upon frequent observations and conferences with
the student teacher. Please share all evaluation reports with
student teachers. This will be useful feedback for them.

TROUBLESHOOTING

Because the student teaching period is brief, it is important to
resolve problems quickly. You should feel free to act independently
and attempt to resolve these difficulties directly with the student
teacher whenever possible. If a conference with the College
supervisor seems called for, one can be quickly arranged by calling
the Education Department office (861-1558). If you need to talk
directly with a College supervisor, a list of their telephone numbers
is included in this handbook. Please feel free to call them at their
homes or in the offices.

SEXUAL HARASSMENT POLICY

The Education Department of Moravian College considers sexual
harassment to be a serious offense which will not be tolerated.
Sexual harassment is any repeated or unwanted verbal or physical
sexual advance, sexually explicit derogatory statement, or sexually
discriminatory remark made by someone in the workplace which is
offensive or objectionable to the recipient, or which causes the
recipient discomfort or humiliation or which interferes with the
recipient's work performance. This is only one of many definitions
of sexual harassment. All definitions, however, share three
characteristics:

1. Sexual harassment is unwelcome. This means the victim is not
asking for it.

2. The victim does not have the overt power to end the harassment.
This characteristic indicates that sexual harassment is a power
play.

3. Sexual harassment interferes with productivity.

Student teachers and cooperating teachers are encouraged to report
any instance of sexual harassment to the College supervisor
immediately.

ROLES AND RESPONSIBILITIES OF THE

COLLEGE SUPERVISOR

The role of the College Supervisor will be to support the student
teacher's performance in the schools. To this end, the supervisor
will formally observe a minimum of four lessons during each
experience. The student teacher will select the first three lessons
to be observed. During the third observation, the supervisor will
also videotape the lesson. There will be conferences after most
visits. Although possibly arranged with the cooperating teacher, the
fourth observation will be unannounced. If any problems or concerns
should develop, please contact the College Supervisor immediately
either at the office or at home.

Dr. Connie Unger Home: 610/262-4176 Office: 610/625-7902

mecsu01@moravian.edu

Dr. Sandra Fluck Home: 610/760-1759 Office: 610/861-1556

Department Chair

drsam@moravian.edu

Camie Modjadidi Home: 610/86-8475 Office: 610/861-1473

Field Coordinator

mecam01@moravian.edu

Vicky Wanner Home: 610/967-4475 Office: 610/861-1558

vwanner @bigfoot.com

Rosemarie Reinhard Office: 610/861-1558 Fax:
610/861-1696

Department Secretary

merar01@moravian.edu

Contact for: Forms, applications, and teacher placement files

EVALUATION OF STUDENT TEACHERS

THE PURPOSE OF EVALUATION

Evaluation of student teachers has two primary purposes. The
first is developmental, to help the student teacher become
increasingly effective by reinforcing evident strengths and working
to overcome initial weaknesses. The second is more explicitly
judgmental, to assess the certification candidate's potential for
future success in teaching. Balancing these two, sometimes
conflicting purposes is a complex and subtle task, one requiring the
cooperation and attention of College supervisors, cooperating
teachers, and the student teacher. Although experienced teachers
would probably agree that the competencies and characteristics listed
below are consistent with effective teaching, no attempt is made here
to digest the research on teaching and reduce it to a comprehensive,
unambiguous, and universally agreed upon list of characteristics.
The following list is simply intended to provide a framework for
evaluation with the understanding that any such framework will need
to be adjusted to the circumstances of particular schools and
particular student teachers. Those involved in a given student
teaching assignment will need to work together to reach an
understanding of how these common dimensions apply in the special
circumstances of the assignment.

Consistent with the notion of reflective practice, there is no one
model of instruction being promulgated. Students have been
introduced to a variety of strategies. They also will learn some new
strategies by working with teachers in the field. Maybe they will
create some new strategies. Teachers need to develop their own style
of effective teaching within a set of beliefs. A central concern,
therefore, is how well the students can analyze and improve their
instruction. If pre-service teachers are able to analyze their own
instruction, they will continue to grow after their student teaching
experience.

TEACHING COMPETENCIES TO BE

DEVELOPED AND EVALUATED

The student teacher should work to develop and refine the
following characteristics of effective teaching to a degree that
justifies confidence that she or he can undertake the independent
responsibilities of a first-year teacher.

The Student Teacher:

1. Has sufficient knowledge of the content and subject area to be
able to:

ß Present content accurately, clearly and coherently;

ß Present lessons at an appropriate level of skill and
complexity;

ß Explain concepts and principles in different ways when
necessary to enhance student understanding;

ß Describe and put into practice a teaching style consistent
with beliefs;

ß Identify inconsistencies between beliefs and
practices;

ß Make decision concerning beliefs and practices on a
significant basis (research, other professionals, experience);

ß Adjust belief and practice appropriately;

ß Can use information related to student performance to
adjust beliefs and practices.

5. Establishes consistent and appropriately high expectations of
students with respect to achievement and behavior.

6. Communicates commitment to and enthusiasm for both teaching and
the students.

7. Interacts effectively and professionally with students,
cooperating teachers, other teachers and school staff and College
supervisors.

8. Respects the legal rights and responsibilities of teachers and
students.

9. Participates in the total school program in appropriate
ways.

10. Maintains a high personal standard of health and
hygiene.

11. Cares for the appearance of the classroom and the
maintenance of instructional equipment and materials.

FINAL EVALUATION

Toward the end of the student teaching experience, the College
will send the cooperating teacher a form to be completed as the final
evaluation of the student teacher's work. A sample of this form is
given in the appendices. College supervisors will also be asked to
complete a written evaluation of the student teacher. Since these
evaluations will be included as part of the student teacher's
placement file exactly as they are received from the cooperating
teacher and College supervisors, we ask that you have them typed or
word processed so that they can be photocopied for prospective
employers who will utilize your evaluation in their decision making
process. If you would like to have the form on a disk, make
arrangements with the Education Department secretary. It is Moravian
College's policy to allow student teachers to read their final
evaluations before they are entered in the placement file, so
cooperating teachers and College supervisors should discuss their
evaluations with the student teacher to resolve any questions and
differences.

CERTIFICATION RECOMMENDATIONS

Moravian College grades the student teaching experience on a
Pass/No Credit basis, leaving particular details of the student
teacher's strengths and weaknesses to the written evaluations. When
the student teacher's work is of sufficient quality to justify
confidence in him or her as a first-year teacher, the student will be
assigned a grade of "Pass" and will be recommended for Pennsylvania's
Instructional I certificate. If the student teacher has made a
responsible and conscientious effort but has not achieved the
competence required of a beginning teacher, the student will be
assigned a grade of "Pass" but will not be recommended for
certification. The grade of "No Credit" will be assigned when the
student teacher's sense of responsibility and effort are in serious
question.

Final determination of the grade rests with the College
supervisor, and the decision concerning certification ultimately
rests with the College's Teacher Education Committee. The
cooperating teacher will be consulted in all cases, and a conference
will be held if there are significantly different perceptions of the
student teacher's work. In the case of a recommendation that
certification not be granted or that no credit be given for the
experience, the student may petition for reconsideration by the
Teacher Education Committee. If the issue is still not resolved,
the student may appeal the decision to the Dean of the College and to
the President. The student teacher may also ask the Pennsylvania
Department of Education to review the College's decision when the
College's appeal process has been exhausted. At each step of the
appeal, the student is entitled to a hearing at which he or she may
present information on his or her own behalf and respond to the
information upon which the decision was based. The student should
discuss the appeal process with the chair of the Teacher Education
Committee.

REVIEW OF TEACHER PLACEMENT FILES

Although permanent teacher placement files are the property of the
College and may not be removed from the office, a student has the
right to inspect the content of his or her file. To guarantee
confidentiality and appropriate use of the placement file, the
Education Department will release copies only to prospective
employers at their request or at the student's request. A copy of
the Education Department's Policy concerning Teacher Placement Files
is given in the appendices.

A student may challenge any material in the file that he or she
judges to be inaccurate, misleading, unfair, or capricious. The
student may insert a statement in the folder to correct, clarify, or
explain comments made in an evaluation, or recommendation. Materials
may be removed or amended by mutual consent of the student and the
writer of the evaluation or recommendation. In the event that the
student and the writer cannot agree on the accuracy or propriety of
the statement, the student may petition the Teacher Education
Committee for a hearing. The Committee can decide to exclude the
disputed material from the file or to retain it verbatim. Under no
circumstance will the Committee change the wording of an evaluation.
In all cases, the writer of the disputed material will be informed of
the student's objection and given the opportunity to respond and to
attend any Committee hearing of the matter.

Placement files will be kept on file in the Education Department
for ten years. After ten years, the records will be destroyed. The
Education Department will maintain a database of your student
teaching experience. Please keep the department secretary informed of
any changes in your status. Official transcripts may be requested of
the Registrar at any time.